Rim Karama

My name is Rim Hafidh Karama and I currently work as a Primary School Teacher in a school based in England, called Northbury Primary School. I am in my fourth year of teaching and am now seeking the right opportunity to extend my teaching career overseas, particularly in Oman. I have a bachelor’s award in English and film studies. In addition, I have a PGCE with Qualified Teachers Status. To date, I have four years of teaching experience implementing the UK National Curriculum across varied subjects, including core subjects such as Mathematics and English. In addition to foundation subjects, such as Design Technology, Religious Education and PHSE.

I advocate for all learners to receive a diverse range of learning experiences, which will best prepare them for life-long learning. An enriching curriculum should engage all learners, be relatable and creative, whilst being appropriately challenging, as to maintain high learning expectations, ignite inspiration and motivate learners to take responsibility for their own learning experience. These are the core principals I have cemented into my learning environment and I would very much relish the possibility to transfer them into different establishments that uphold and maintain similar core values.

My desire to become a teacher began through my own experience of being a student within the educational system. As a young learner I experienced an array of disruptions in my personal life, which eventually impacted my educational attainment and demotivated me towards my ambitions of achieving. However, prior to sitting my assessments in Year 9, a new Art teacher was employed within my school and throughout that academic year we developed a prosperous teacher, student relationship. Through numerous conversations and interventions that were not always pleasant in nature, I was able to develop a growth mindset alongside discovering my artistic prowess, which I now take great pride in. As I matured through life and began to explore the prospect of becoming a teacher, I realised that most children grow a positive attachment to a specific adult within school that has the responsibility of acting as a medium for change. I see myself as that teacher that can galvanise learners of all level of attainments and backgrounds, to channel their setbacks as a platform for gaining resilience in both an educational and personal development sense.

I have gained an invaluable amount of experience working within schools, which has given me a great insight into the interrelationship between schools, parents and the wider community in securing the best outcomes for all learners. I aim to uphold and apply all policies, safeguarding protocols and legislations as to maintain the reputation of the school I work within. I possess an upbeat energy, which helps to create a stimulating ambience within my learning environment, and I exude charisma, which has aided in maintaining a positive feeling within my year group. I am able to communicate effectively with people from a diverse range of backgrounds and I very much love playing an integral role whilst working within a team against a desired goal or outcome. Moreover, teaching in a multicultural school has afforded me the opportunity to understand the potential needs and challenges which are posed to an international school and I would very much like to transfer my accumulated skills overseas. Throughout my tenure working as a teacher I have experienced many days were things might appear hopeless, however my can-do attitude has allowed me to practice the notion “Everyday may not be a good day but you have to find the good in each day”. This has enabled me to conclude my days positively and start the next day afresh.

During my training year, I taught in two key phases in a primary setting, year 2 and year 4, with the former being my more recent teaching capacity. This has given me invaluable teaching experiences, as I have been able to obtain the prior knowledge a learner needs to acquire in Key Stage 1, in order to successfully transition into Key Stage 2. Through this, I have adopted a rigorous approach to planning lessons. While doing so, I aim to scaffold and embed key concepts in which my learners will need to be efficient in throughout their tenure in primary school. In addition, I continuously devise differentiated resources, which are coherent with the learning objective, mentally stimulating, whilst being accessible to all of my learners. Subsequently, I have made individual learning plans based on rubric assessments for all of my learners, in order to ensure that any gaps in their learning are catered for before their progression into a new year. Following 3 years in Year 2, I am currently gaining additional experience in EYFS as a Nursery Teacher, utilizing techniques for cognitive enhancement and creative expression amongst developing infants. Having Early Years experience offers me a wealth of knowledge and contributes greatly to my professional development.

Prior to teaching, I gained vast experiences working with learners in different educational contexts. My most noteworthy capacities came when I worked as a private tutor, a teaching assistant, and a SEN one-to-one learning support assistant. Whilst tutoring, I planned and taught a range of subjects, including English (from Key Stage 1 to A- level) and Mathematics (from Key Stage 1 to Key Stage 2). Through this, I have had to actively review curricula topics and assignments, whilst identifying my learners' individual needs, with the objective of evaluating and securing my learners' progress. As a Teaching Assistant, I was wholly committed to enhancing pupils' understanding of taught concepts, whilst taking initiative to assist in securing pupil progress. I embedded this further in the latter half of the year when I was trusted to lead mathematics interventions for Year 2 pupils. As a SEN one-to-one learning support assistant, I supervised an autistic child in both nursery and Year 5, maintaining their daily routines to minimise their anxiety levels. I grew comfortable liaising with the class teacher, SENCO and other professionals about personalised provision plans for these pupils. This empowered me to implement structured learning activities to support these pupils in accessing the curriculum with greater confidence.

 

Secondary school education at Loxford School of science and Technology. 
GCSE grades: A*, A*, A*, A, A, A, B,C,C

I completed my A - levels at Loxford School of science and Technology Sixth form studying English Literature, Media Studoes, Art, Philosophy and Ethics. I received the grades AAB (completed in 2014)

I completed my PGCE teaching qualification with QTS in 2019 at UCL The Institute of Education (IOE). I was graded outstanding.

I have a Bachelors degree in English and Film Studies at Queen Mary Univerity London (completed in 2017)